Category Archives: Lessons: Entry 2

Diversity, Health, and Safety information pertaining to this class is printed immediately below and is therefore not repeated in each of the lesson plans further below.

Diversity (impact on learners)

The following learners have disclosed a sensory impairment: xxx. | The need to respect difference has been stressed during induction because, occasionally, Ss make discomfort around difference obvious – the induction unit has addressing this. | Do any Ss have a good reason for arriving late? BC (creche doesn’t open until 0930) | Ss may need to leave early for valid reasons, but they must know it is their responsibility to communicate this to the teacher at the start of the lesson and remind the teacher ten minutes before they are leaving. (This will enable the T to supply any handouts/information that would normally be given at the end.) Do any Ss leave early and why?| It is the absent learner’s responsibility to arrange for their buddy to collect handouts and lesson information. | Learners should be able to use online pages to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. | Some find the ICT components of the course challenging. Send a letter home, if needed, outlining the necessity of support from family members. Encourage such learners to enrol on one of our IT courses. | Tutorials play a vital role in revealing significant diversity issues, these are often missed during enrolment formatilities.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency; Not stick gum under tables; Bin waste. Ss should be asked periodically if they feel safe in and around the centre and (if not) why.

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

LANGUAGE INPUT

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts can be more distracting than useful by inhibiting co-operative learning and S – S or S – T interaction.

● Stating what friends / family members do HESBp20 √

● Read paragraph-long texts on what other (fictional or real) individuals do and identify/drill the 3rd pers.singular forms therein. These texts should be accompanied by relevant pictures, e.g. Jarek, the builder, working on-site. HESBp20 √

● Gapfill sentences about the above individuals (all verbs and some other words omitted) HESBp21 √

26/03 While individual post-exam tutorials take place.Ss write about a friend / relative (using the above texts as a model) (HESBp21) then do HBTB S&C 3. √

End of lesson activities

Review lesson aims to inform homework &/or planning for next session

Set HW.

Ss return their readers for Easter.

Diversity (impact on learners); Health, safety, risk assessment

See top of page for relevant information about this group of learners.

Learning resources

These should be including with the T & L activities. Blue text indicates resources that need to be copied/produced/provided (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

Keep doing reading assessment preparation. You may be allowed to do a resit if you haven’t passed.

If you didn’t pass your reading assessment, do more preparation for the resit next Thursday by going to Practice Papers: Reading.

Learn about different word classes. Start off with Quizlet A and if you find this easy, move on to Quizlet B. Advanced Entry 2 students may want to try Quizlet C (for a real challenge!)

Add new words you find in everyday life to your vocab book.

Use Look →Say→Cover→ Write→Check to learn new spellings.

Revise and practice what we did from HBSB3.20-21

Complete Headway Beginners Stop & Check 3. Click on and check the answers when you have finished. Correct it using a different colour.

Start working through Headway Online Beginner material. For grammar and vocabulary, start with Unit 14, and work backwards (until it gets too easy).

Get a reader of your own (maybe from the library) and read a page a day.

Administration of test

Go through the rules together making sure everyone understands everything. Specify which tasks are to be completed in this session and check understanding.

Show timings on the board

Distribute papers. Students don’t open their booklet. Ss write their name and date on the paper. On signal Ss open their boods and start. T alerts Ss at appropriate intervals of time remaining. When time’s up all Ss close their booklets.

Homework

Keep doing reading assessment preparation. You may be allowed to do a resit if you haven’t passed.

Learn about different word classes. Start off with Quizlet A and if you find this easy, move on to Quizlet B.

.

.

Assessment preparation

Week 7, Thursday 7 March

Most features expected in a regular lesson do not apply to today’s mock exam. Therefor LAP format not used.

Aims

Feel more confident about the forthcoming reading exam by doing a mock exam (using Cambs 2011 ‘Sandra to Hanim’) and

Knowing how to navigate the exam paper

Being prepared to read instructions carefully

Getting used to exam conditions/formalities

Understanding model answers in contrast to errors made

Procedures

Ss do Parts 1 to 3 under exam conditions. After completing each part, however, they compare, check, discuss, and query incorrect and model answers. This is done by displaying exam texts on the IWB and eliciting answers for each questions. The relevant words/sentences are circles on the IWB and annotated with numbers corresponding to question numbers. This way, the correct answers are seen in context (embedded in their respective texts.)

During the plenary sessions, Ss must not erase or alter any of their answers. They should write tickes, crosses, and correct answers in a different colour.

After completing/checking all three parts, Ss add up their ticks to find their final score. Ss who are able to do this quickly, should convert scores in to percentages and help class mates do the same.

Spelling test: adjectives

In a cafe • Exam preparation

In addition to the planned language input, this week’s sessions should include reading exam practice and ILP tutorials. Therefore, language input should last only 45 min and the rest of the session dedicated to assessment preparation (and tutorials if time permits).

Language Learning objectives

Understand a menu

Order the right food in a cafe

Find out the cost of food

Assessment preparation priorities

Complete all or part of a past Cambridge reading assessment paper on Monday.

ILP tutorials should take place while Ss doing practice assessement

Compare/Discuss/Check the answers on Wednesday

NB. Don’t do any classwork on the papers set for LRW – just ask Ss if they are ready for the answers to be made available online for independent study.

Language

Prices under £20 ● Can I have…? and other social expressions useful in a café ● Food/Drink vocab ● Commonly mis-pronounced consonant cluster words like texts, tasks, crisps

Contexts

Ordering food in a cafe ● Various ‘real-life’ type literacy encounters in the Cambs assessment paper

Start of lesson activities

NB. It might be better to skip start of lesson activities and prioritise other matters in this LAP due to time constraints.

Homework review

T ascertains who/how many have completed which Cambs past papers during LRW week and undertakes to post the answers. √

Pass on information about absent classmates. Do this in both sessions. Do this only if appropriate (i.e. Ss have difficulty passing on their classmates’ actual reasons for absence/lateness. √

Ss work in small groups to perfect responses to questions like Is Margaret here today? Why isn’t Margaret here today? [Advanced Ss check and assist less advanced Ss]

Focus on accurate use of the verbs to be and to have. Drill as much as necessary

Check learning by eliciting responses using EGART sticks.

Warm up with an activity from Headway Online using the IWB: Unit 2 Possessive ‘s √

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Gap fill (while listening to audio) short exchanges between waiter and customer in a café then listen again to check; √

Rehearse/perform the previous conversations; making ‘new’ conversations by recycling the structure of previous conversations but substituting different foods/prices√ [Advanced Ss should practice memorising their conversations, then ad-libbing new ones looking at p18 but not p19.] HESBp19

Activities related to assessment preparation priorities

After going through the instructions in OC using the IWB, Ss do as much of the paper as is appropriate.

While class is working on this, T calls up individuals for very short ILP tutorials. The objective of keeping them short is that everyone has a tutorial and few people get a shorter amount of time to complete their assessment practice task.

As people finish the allotted amount, tell them to read their reader. [Tell those w/o a reader to take immediate steps to get one. They can read other texts in their possession or the Newham Mag]

It may be appropriate to set some exam practice for HW (possibly more of the paper used today).

Learn from mistakes made in practise assessment √

Ss comparediscuss their answers in small groups. Ss then check their answers agains a key.

If time, Ss could start a new practice assessment (no reason why they shouldn’t work in groups and discuss the answers for a change)

While the above two activities taking place, ILP tutorials can be given to individual Ss.

End of lesson activities

Give Ss an OC opportunity to raise queries not addressed by the assessment answer key. Use IWB/Promethean to annotate exam paper.

Assessment preparation

Most features expected in a regular lesson do not apply to today’s mock exam. Therefor LAP format not used.

Aims

Feel more confident about the forthcoming reading exam by

Knowing how to navigate the exam paper

Being prepared to read instructions carefully

Getting used to exam conditions/formalities

Understanding model answers in contrast to errors made

Procedures

Ss do Parts 1 to 3 under exam conditions. After completing each part, however, they compare, check, discuss, and query incorrect and model answers. This is done by displaying exam texts on the IWB and eliciting answers for each questions. The relevant words/sentences are circles on the IWB and annotated with numbers corresponding to question numbers. This way, the correct answers are seen in context (embedded in their respective texts.)

During the plenary sessions, Ss must not erase or alter any of their answers. They should write tickes, crosses, and correct answers in a different colour.

After completing/checking all three parts, Ss add up their ticks to find their final score. Ss who are able to do this quickly, should convert scores in to percentages and help class mates do the same.

Assessment of learning and differentiation

See underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Be aware of common consonant cluster mistakes (crips, aks); Account for all the sounds in consonant cluster words

Ss in turn read the first few lines of sample assessment paper instructions to raise awareness of the problem.

Ss work in small groups, testing each other and improving their enunciation of CC words

Practise doing a sample reading assessment under test conditions

After going through the instructions, 30 mins should suffice for Ss to complete the paper

As people finish, tell them to read their reader. [Tell those w/o a reader to hurry up and get one. They can read other text in their possession or the Newham Mag]

Do some left over activities from the previous LAP (Opposite adjectives info-gap crossword HETRB2.2)

Demo this activity to show importance of facing partner, or not letting him see your sheet, of speaking and listening, of writing what

Learn from mistakes made in practise assessment

Project exam paper onto IWB and elicit answers from Ss.

Annotate over exam paper using Promethean

Where there is a full text, have the text on the board and annotate with question numbers. (Rather than putting up the questions and writing the answers. [On reflection this is not necessarily the best way. Especially where Ss can just match paired items–this can be done quickly by Ss coming up to the board and doing the exercise. ]

End of lesson activities

Collect outstanding induction checklists.

Spelling test (Do this at the start or the lesson if more convenient.)

Context

Language

Present simple (copular) use of to be with questions, negatives, & short answers

Neg.short answers with contracted not

WH questions

Contracted is

Expressing facts with to be (Pr.Simp.)

indefinite article

Start of lesson activities

Comparison and checking of homework (HEWBp13). Learners take turns boarding some responses to HW tasks. Ss should also compare and check their work prior to accessing model answers from T. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate. √

Assessment of learning and differentiation

See underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Matching adjective–antonym adjective pairs then using these adjectives to write short copular sentences in response to pictures (It’s big.) HESBp16 √

Various activities around a personal letter (with related pictures) that is contextually appropriate (e.g. someone writing a letter back home about their English class). This could include: matching pictures with parts of letter; responding to false statements about the letter’s contents (No, he isn’t. He’s in Birmingham.); forming qq about the contents using answers as prompts; √

Answering inference/gist questions while listening to recorded conversations around characters, places and situations from the letter (e.g. Where is John, who is he with?);

Using opposite adjectives in a paired information gap crossword (A & B have a version of the same crossword but with complimentary missing words and definitions) TRB2.2

Ss should also complete their induction questionnaire while T gives ILP tutorials

Start of lesson activities

Give all Ss the induction questionnaire. Old Ss should not consult last term’s copy and see how well they remember their induction knowledge. [If the finish early, they can move to a different table and check a new S’s work]. While the group is working on IQ, learners take turns boarding some responses to HW tasks (HESB2.12.8-9). [More advanced Ss (see tracking sheet for names) should memorise before coming up to the board – they should not need to bring their work with them.] their T uses this opportunity to give an urgent tutorial to a learner who’s needs better met in E1 rather than E2. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should not discuss too much their personal family tree (ex.10) at this point because that would pre-emt HESB2.15.2. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate.

Revise/Consolidate some of the skills addressed in the previous lesson or do an activity that was not completed last lesson.

Assessment of learning and differentiation

See underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

● Ss fill gaps with to be in correct person (+/-) to truthfully describe their current situation (I’mnot at home.) HESB2.15.3 √

● Ss look at pairs of near identical sentences and select the correct one and identify the error in the other HESB2.15.4 √

End of lesson activities

Compare/Finish off Induction Pack tasks. Do the induction questionnaire √. While Ss doing this, T does more ILP tutorials. Early finishers should have an answer key for IQ. [Induction checklist almost completed – wait till all enrolled then complete it. Ss holding onto their IC for time being.]

Or Learner voice matters: Course rep elicits information/views/requests/feedback from classmates on relevant matters to take to the course rep meeting with Jan next week.

Start of lesson activities

Spelling test on induction vocabulary. Include no. of syllables and word stress. Don’t wait for all to arrive before starting. But don’t be too strict about latecomers looking at neighbours’ work when they join in. Keep it informal as it is their first spelling test, spelling accuracy is only one part of it, don’t discourage co-operative learning for fear of ‘cheating’. √

● Pair jumbled family lexis (e.g. husband–wife) See how quickly Ss can respond with the missing part of the pair – Husband?PDF of HESB2.14 via IWB. √

● Match names–family members in a picture by reading/hearing text. [Ensure all Ss participating. Try swapping non-participators with someone from a different table if encouragement doesn’t work.] Ss should not yet have a paper copy of HESBp14 and should look at the IWB instead, writing down the names (1–5). [Ask learners with good h/writing to roam around looking for upper/lower case errors, or inappropriate letter heights. They should demonstrate good orthography to Ss who need help.] HESB2.14 √

● Eliciting info about people in the text/photo (Who’s… She’s …’s …) Don’t worry too much about accuracy – let Ss be fully aware of the function. HESB2.14 √

● Focus on the two target functions of final –s. HESB2.14.GS √

● Revise activity 3, focusing more on accuracy (function of final -s) this time in the light of the above Grammar Spot. [Listen to and assist weaker Ss first] then use random sticks to check others’ learning.√

● Ss can now receive their paper copy of HESB2.14 and write in the responses to tasks. [Check and assist with h/writing/ spelling /gr. issues. More able Ss could write some sentence about people in their family and how their related.] [Reflection: this didn’t work. Ss had to use paper copy earlier because the text on the board was too small when including the photo.]

● Use a family tree with gaps for a paired info/gap activity TRB2.1 This is a practical activity in contrast to the workbook material and should be delivered so that it is stimulating and refreshing for learners. √ [Reflection: This activity’s procedure was a bit tricky for teacher and Ss. Write some notes on a post it and put this on the master copy to improve delivery next time.]

29/01/13 Spelling test – Induction tour

Reflection/Evaluation

See notes in red throughout the lesson plan.

Tying up loose ends 2

Term 2, Week 3, 24rd January

For today’s session try to finish of the LAP entitled Who is he? Who are you? Family Members (below). The delivery of this LAP has been retarded by concurrently fulfilling outstanding induction aims over the last two sessions. Reflecting on his tendency to over plan and run short of time, DB will ‘if in doubt, leave it out’. If he overcompensates, we might finish a little early. Reflecting on another issue encountered last lesson (Everyone nodded and smiled, but not everybody understood!), DB will take more scrupulous steps to check people’s understanding before doing each new activity (more in-action monitoring needed too).

Aims

‘If in doubt, leave it out’ and don’t assume they understand (DB)

Finish off the the Who is he? Who are you? Family Members LAP

Request and give a range of personal information about someone else (his/her/he/she)

Get and give a range of personal info from someone (you/your)

Know more about VLE access

Procedures

‘If in doubt, leave it out’ and don’t assume they understand (DB)

Less of an evil to finish the session early rather than trying to cram in an extra activity when there isn’t time. Be realistic. Extra time can be used for ILPs or consolidation.

For dovetailed info/gap activities: Do first demo with teacher or advanced learner. Give all Ss a letter sooner (A or B). Give everyone their handout rather than sharing during demo.

Finish Who is he? Who are you? Family Members LAP. Get and give personal info about other people (his/her/he/she); Get and give personal info from people you’re speaking to (you/your)

Homework

Reflection

The dovetail info/gap activity worked much better having put into practice my previous reflections.

Tying up loose ends 1

Term 2, Week 3, 22st January

Overview

Still very icy today after the weekend’s snow. Take into account that some learners may arrive late, or want to leave early. Not convinced that all Newham Schools will be open today and this might affect attendance due to parental responsibilites. Therefore, the best use for today’s session should be ‘tying up loose ends’, i.e.

Dawud’s aims

check diagnostic results to make a start on ILPs

don’t start new activities if there isn’t time

Learner aims

Getting and giving information about someone else

know more about being a successful learner (induction aims)

Details

Ss take turns boarding responsed to HW problems.

Give Ss a Headway test to do while diagnostic tests are checked and ILPs are started. Ss should work collaboratively with as much discussion as possible and minimum input from teacher.

Attempt to log a few enrolled Ss onto the VLE. Note what they can see. Is our course page on it? Can some log on but not others? (Make a note of their names.) Can I start transferring VLE material onto our course page?

Address another outstanding induction aim (see induction unit below)

Discuss, compare, check answers to HWB homework.

Continue working for a short time on the You & Your World material (below). Test last week’s material and drill if necessary. Do planned activities that were not completed due to time last week.

Start of lesson activities

Outline the aims [More able learners can practice saying the gapped aims while looking at their partner rather than the board.]

Comparison and checking of homework. If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context.

Eliciting real personal info from teacher and classmates (2nd and 1st person, WH & Y/N questions) and then reporting to class about others (3rd person) HESB2.13.3–4 [Those who finish more quickly than others should be given fresh forms to use on other Ss.] √

SKILLSDescribing people’s family relationships to one another; Describing people through personal info.and to be.

LANGUAGEFamily member vocab & possessive -S; Present Simp. WH questions (chiefly who); The three functions of final –s. (plural, possessive, or contraction?); Expressing facts with to be or to have (Pr.Simp.); indefinite article; no/not

Pair jumbled family lexis (e.g. husband–wife) and match names–family members in a picture by reading/hearing text HESB2.14.1–2

Eliciting info about people in the text/photo (Who’s… She’s …’s …) HESB2.14.3

Focus on the three functions of final –s. HESB2.14.GS

Use a family tree with gaps for a paired info gap activity TRB2.1

Eliciting names of classmates’ relatives HESB2.15.1

A asks about relationships between B’s family members that B has listed (names only) HESB2.152

Ss fill gaps with to be in correct person (+/-) to truthfully describe their current situation (I’m…at home.) HESB2.15.3

Ss select the correct sentence in each pair where one version contains an error HESB2.15.4

End of lesson activities

All Ss who have joined this term need to do the diagnostic listening task in so that they have completed all the major diagnostics.

Assessment of learning linked to learning objectives

Discriminate between possessive ‘s and contraction of is

Completing sentences with pos./neg. forms of to be so they are true for the writer right now (I…at home.) HESBp15

Discriminate between in/correct sentence pairs derived from the above work (errors could be around articles, have/be, no/not, -s/-‘s, omission of copular is, a/an, sing./plural)

Homework

Reflection/Evaluation

Acting on my reflections re setting up and running dovetail info/gaps was very successful.

Lesson 2 of term 2: Induction

Term 2, Week 1, Wednesday 9th January

Continue with the induction unit below. In the last hour, all should do the diagnostic writing tasks (pp7 – 9). Allow plenty of time for marking these.

Homework

Get a personal reader

Read and revise all of the induction pack but save the final activity for next week.

Keep learning the FGLZ Tour words for your next spelling test.

Lesson 1 and 2 of term 2: Induction

Term 2, Week 1, Tuesday 8th and Thursday 10th January

Extra copies of the induction pack are stored in the Headway packs. This induction unit will probably take more that one session to cover. Devote the first two sessions to it and, after that, complete any outstanding aims during the last half hour of subsequent lessons.

Induction learning objectives – You should:

Start getting to know one another in order to facilitate future co-operative learning √

T writes these around a circle (on board) eliciting the spelling of each. Ss copy this.

Ss get into pairs/small groups containing at least one continuing S. Continuing Ss must lead their group on a tour of all the listed places/features. Ss go for a tour of all the places around the circuit with each group starting at a different location. Return to the classroom after visiting all places.

T checks knowledge of important FGLZ locations and answers any relevant queries.

Ss (in pairs) read the handout containing a short introduction to a selection of Oxford Dominoes. Ss answer comprehension questions and choose the book they would most like to have as their class reader.

Complete one of the four diagnostic assessments (if you are a new student)

Prioritise the skill focus for this term (e.g. start with the reading diagnostic if it is Term 2.)

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See above.

Health, safety, risk assessment

See above, and:

NB. Make sure all fire exit doors have been properly closed (in case learners have opened them during their FGLZ tour – they can’t be shut easily from the inside)

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency; Not stick gum under tables; Bin waste. Ss should be asked periodically if they feel safe in and around the centre and (if not) why.

Procedure

As candidates arrive, they should be directed to use the materials posted outside the room to prepare for their assessment. These materials should include: map of the local area, a list of key phrases/vocab (to do with giving/receiving directions), a list of which directions (e.g. Police station — supermarket) each student must give.

Azizur: Tesco — Durning Hall

Patience: FG Train Station — FG Police Station

Mary: FG Community School — FG Library

Vera: FG Post Office — Atherton Leisure Centre

Sumaya: FGLZ — Co-Op

Allow each dialogue to be rehearsed briefly immediately prior to recording.

Differentiation

Some learners may need to stand, turn, or turn the map around in order to distinguish between left or right on the map.

Procedure

As candidates arrive, let them read through the Think about the Topic sheet (no need for them write yet). Then ask them to tick their preferred topic. Vote/agree on topic for group. Elicit from Ss whether today’s task is a series of presentations or a discussion? Check understanding of basic discussion features. Remind them that time is limited. Stress the importance of

Ask students to make notes on the group’s topic. When they have been given an appropriate amount of time for this, go through the exam paper to check understanding of all relevant instructions and to add admin info (name, date, etc.). Check Ss know how to introduce each other. Switch on recorder. Dawud says “NOCN Speaking and listening — Entry 2 — Discussion — [date] — [candidates names].” Dawud asks Ss to introduce themselves and one other person. Dawud asks which topic has been chosen. Discussion begins.

When the next group arrives, they should study/discuss (if outside) the Think about the Topic sheet. Have a large copy on the wall outside and give waiting candidates their copy as soon as possible. They can get straight on with writing their notes if they are still waiting.

When candidates are ready, commence/record the discussion. After the discussion, ensure Ss write a comment on their Assessment Frontsheet.

Procedures

All Ss, in unison, fill in the admin sections of their paper as directed.

Ss understand all of the instructions and multiple choice answers so that subsequent appointment times will not be wasted explaining the same thing to each group in turn. Without being rehearsed in the actual activities, Ss will at be ready to do the tasks w/o confusion re procedures.

Use IWB, soft copies of exam paper, annotate over desktop for this.

Go through the paper with Ss, save individual queries (except for difficult words) for Q&A afterwards

Q&A relating to exam paper (but w/o any information that may compromise validity)

Ss complete the listening task and T marks as many as possible

Elicit exam rules (inc no talking to each other until outside the room, inc sanctions)

Arrange tables/chairs in rows

Check Ss understand what is written on the exam paper relating to the recording about to be heard.

Play the recording twice so that Ss can choose/check their answer.

Repeat the last 2 steps for each subsequent recording.

Remind Ss not to get up if necessary. Collect/Check papers systematically. Once all papers in and checked (for admin infor problems) dismiss Ss. They should not talk until outside the room.

Homework

Continue with the tasks set in previous lessons and get as much speaking and listening practice as you can. It is very important to meet up with your classmates to practice speaking and listening. Remember to bring something to read to your exam appointments in case you have to wait.

Exam Rules

Switch off your phone and put it away.

This is not ‘Dawud’s class’. This is an NOCN exam and Dawud is an NOCN assessor. Dawud must uphold NOCN rules.

Put all other books/papers away.

If you cheat you will fail automatically and there may be other consequences.

No communicating verbally or non-verbally to classmates. You can only communicate to Dawud. If you break this rule – for any reason – your name goes on the board. If your name goes up 3 times, this may affect your right to continue with the remaining assessments.

Don’t move from your place until the teacher tells you to.

Final exam preparation session

Term 1, Week 9, Tuesday 13 November

Learning objectives

Generally, Ss should be aware of target language that is required in the three NOCN speaking tasks

Specifically, Ss should be able to request, give, and clarify directions effectively and thus be prepared for successful performance in NOCN Directions Task.

Specifically, Ss should at least be aware of what is expected in the presentation task (relating events in the past, describing people/places/things) and, if possible, have some opportunity to practice.

Start of lesson activities

Tell Course reps about meeting.

Deqa noted down Ss’ issues which included that fact that at East Ham and Stratford campuses the creche accepts children from 6 months to 5 years, whereas FGLZ creche only accepts children from 2 to 5 years.

73% of Ss said they would prefer three lessons per week instead of two.

Some Ss would like a library/computer room at FGLZ that can be used at any time.

Tell Ss to finish all of HEWB9 (at home or during any spare class time) and then ask me for the HEWB9 answers, copies of which are currently in Dawud’s HEWB. There will not be time to compare/discuss HW in class due to exam preparation priorities.

Teaching and learning activities related to the learning objectives

Ss should be aware of target language that is required in the NOCN speaking tasks

T & Ss go through the ‘crib sheet’ (NOCN S&L Target Language)

Contextualise and drill some of the target language

Ss should be able to request, give, and clarify directions effectively and thus be prepared for successful performance in NOCN Directions Task.

Using a Google map of Forest Gate, practice giving directions to and from key locations.

In the exam you will have to give directions between two of public locations, for example:

Ss should be aware of what is expected in the presentation task (relating events in the past, describing people/places/things) and, if possible, have some opportunity to practice.

End of lesson activities

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning resources

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

Study the Target Language sheet

Practice giving directions from various places in Forest Gate to places that might be important for someone (The from place can be anywhere, the to place should be … etc.)

Do a Google search for giving directions in English and use any useful websites that you find to prepare for the exam.

Do a YouTube search for giving directions in English and use any useful websites that you find to prepare for the exam.

Practice talking about an event from your past. Use the correct verb forms (Past Simple, time markers), and describe something (a person, a place, or a thing)

Check the exam calendar for any changes to your appointment times (Google fglzesol calendar)

Finish off all the HEWB9 activities and ask Dawud for the answer key next lesson.

Reflection/Evaluation

Exam preparation: Overview

Term 1, Week 8, Thursday 8 November

Learning objectives

The main aim of today’s lesson is to give Ss a taste of all three NOCN S&L exam tasks.

Listening comprehension

Group or paired discussion

Giving and following directions

The other aim is to ensure they are aware of the exam timetable as exams start next week.

We will also start working on the language of giving and following directions. This will need follow up before the exam.

Start of lesson activities

Comparison and checking of homework (HEWB p9 exercises 1-6). If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Ss should compare each other’s work breifly before receiving answer key. Ss who haven’t finished the HW should not be given access to the answer key. Ensure Ss are sitting next to Ss who are in the same position (e.g. completer – completer, defaulter – defaulter.)

Do the Cambs Fluency Listening task on Egypt (p11) as a preparation for exam task 1. Precede this with some kind of lead-in using Internet material to give a taste of tourism in Egypt. e.g. http://www.youtube.com/watch?v=blEsvZSbemI

As preparation for exam task 2, talk with a partner about holidays and travel. This activity will use speed-dating format and each conversation lasts for three minutes. Ask each other the following questions:

What was your best holiday and why did you like it?

Do you have a favourite airline? Why?

What places in the UK have you visited and what places in the UK would you like to visit?

What do tourists like to see when they visit your country?

Ask any other holiday-related questions you can think of.

In preparation for task 3, Ss attempt to give directions between various pairs of locations on a map (E1S4L6.6).

First, come out of the bus station and turn left into London Road. Then take the first turn on your/the left. This is Bedford Street. Then go to the end and turn right into Queen’s Road. Finally, go up Queen’s Road until you see the job centre which is on your right. It’s on the corner of Queen’s Road and New Road.

Start working through the DfES Skills for Life Unit 6 pp5-8 on directions in preparation for exam task 3.

[mins/time] Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (that S has emailed inpreviously in order for classmates to preview on the learning platform). X and Y recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

End of lesson activities

Ss continue comparing and checking their completed HW. HW defaulters should try to finish the HW.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Homework

Write out and memorise directions from the market to the sports centre

From the bank to the park in Sefton Road

From the supermarket to the car park.

Practice talking about things you experienced in the past (use the past tense).

Reflection/Evaluation

First lesson back with Dawud after his absence

Term 1, Week 8, Tuesday 6 November

Learning objectives

Today’s planning reflects that fact that it is Dawud’s first lesson back after two weeks absence and there is little record of work left by cover teachers. Essentially the plan for today is to do some listening comprehension and ‘show and tell’ . Both activities will be useful in preparing for the upcoming exam. The ‘show and tell’ is always a good activity to do in the first lesson after a break because many Ss should have something interesting/different to talk about. Another objective is to find out from the Ss what they have covered during Dawud’s absence as this information might not be forthcoming from elsewhere.

Start of lesson activities

Find out what work Ss completed during Dawud’s absence.

Listening comprehension (as per two week activity cycle) – Guess a Country (Unit 2, Cambridge Listening 1 by Doff & Beckett). Only give one large (A3) HO per 4 Ss. Save the extension activity for later in the lesson if there is time.

[mins/time] Teacher introduces and models the show and tell activity. To do this, he boards/checks Tell people about something you did or something that happened to you recently. T asks class qq like those bulleted below. Then T boards names of five Ss and elicits/boards topics. Then teacher talks about what he did and answers a couple of questions. [Differentiation]

Who bought a new car?

Who went away?

Who went to somewhere special in London?

Who moved house?

Who celebrated a special occasion (religious festival, birthday, etc.)

Who spent time with someone they haven’t seen for a long time?

Who bought something special?

etc.

[mins/time] Four able Ss present their show and tell item to the class and answer a couple of questions from classmates.[Differentiation: weaker Ss should be given as much assistance as necessary in forming quetions so as not to distrupt the flow]

If time, remaining Ss (in small groups), can share their show & tell stories and answer questions from group members.

End of lesson activities

Class can complete the extension activity that comes with the listening (Guess a Country) we did at the start of the lesson.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

T models target language by updating the future plans section of a learner’s ILP in OC. Then in OC he updates another two but by listening to Ss ask classmates. Then Ss disucuss their future plans while mingling. Meanwhile T updates more ILPs one to one.

Do exercise 5 from HESB p7 where Ss read aloud He’s/She’s from according to the photo and text. Contractions may need to be drilled. Watch out for and address shiz/she’s, his/he’s, This Yasmina. Distinguish between is/are for he/she/they.

Classmatesask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (that S has emailed inpreviously in order for classmates to preview on the learning platform). X and Y recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

Reflection/Evaluation

Ss normally write HW answers on the board. I noticed that in peer assessment there is a great opportunity to practice modals, comparatives, and degrees in context. ‘yasmina’ should start with a capital letter. The ‘s’ should be shorter. The apostrophe should be higher. The ‘t’ should be a little taller.

Miscellaneous!

Term 1, Week 5, Tuesday 09 October

Learning objectives

Language learning objectives are derived from the speaking and listening exam syllabus

All learners should be aware of the importance of reading (given what tutorials last week shed light on)

All learners should be aware of Dawud’s impending absence for personal reasons

As many ILPs as possible should be updated with prior learning information

Some learners need to improve their learning habits by curbing the habit of copying throughout the lesson

All learners should practice asking/answering questions about each other’s prior learning and start getting used to the sound of a wider variety of tenses in context (focus on purpose at this stage – not grammar)

Azizur should receive a tutorial (He missed out last lesson due to time.)

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

The importance of reading. Last week’s tutorials revealed a connection between lower perfoming learners and the absence of reading books in daily life. Click for information on Cambridge ESOL readers, click for information QuickReads, click for information about Oxford ESOL readers, click for information about Penguin ESOL readers. I don’t mind Ss reading their children’s readers as long as the level is appropriate, the conent interesting, and the readers are not just being brought in for the purpose of showing the teacher.

We need to add learning history data to ILPs. Use this as a context for Ss to practice eliciting/giving personal information. First, model questions can be boarded verbatim and demonstrated by teacher in OC. (T uses this opportunity to update ILPs.) Once the meaning of the questions is clear through context, lots of drilling/memorisation. Don’t try to explain any of the grammar, just make sure the context is clear for each question. Then structural elements removed and Ss, in SCGs take turns questioning one of their members (this can be prolonged by having students get into different groups and repeating. During this, T should question students to update their ILP. Focus on clarity/fluency/content rather than grammar in the responses. [More able Ss should correct/model where their classmates make grammatical errors in the questions.] As the activity progresses, the boarded questions should be further abbreviated (e.g. leave school?). Ss should be strictly discouraged from writing anything down. They can refer later to the questions below. To finish, nominate Ss to question a learner in OC (T updates ILP accordingly).

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should know to: Stow bags where others wont trip over them. Know what to do in an emergency (Walk; Don’t waste time packing up; Phone emergency services if needed; Activitate fire alarm if necessary). Not stick gum under tables. Bin waste.

Learning resources

See blue text for resources used (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Reflection/Evaluation

Tutorials session

Term 1, Week 4/5: E2 & L1 4/10, E1 8/10

Learning objectives

Some tutorials will flag up problems that must be addressed urgently. Consequently, target setting and online ILP account allocation may be impossible in the 8-10 minute timeslot without going overtime and taking time allocated to other Ss. The problems raised by such learners should not deprive other learners of their 8-10 minute tutorial. Students with such problems can recieve their targets and ILP acounts at a later date.

Most learners should receive at least one ILP target

All learners should receive an 8 minute individual tutorial

Most learners should gain an online ILP ‘account’ and know how to access it

Start of lesson activities

Go over lesson aims. Ss ask about any difficult words.

Show Ss an online ILP, highlighting main features, how to find your account and then open it using your password (don’t mention what the password might be in OC.)

Introduction to emerging, consolidating, and established:

emerging (eM)

consolidating (C)

established (E)

weak for this level

average for this level

strong for this level

Only a few of you are emerging. You will have to improve a lot to pass your exams. You are probably finding some aspects of Entry 1 rather difficult.

Most of you are consolidating. You need to make some improvement to pass your exams. You should feel fairly comfortable in this class, but know what your weaknesses are.

Only a few of you are established. You would probably be able to pass your exam tomorrow as your skills are quite strong.

When your teacher says you are emerging, consolidating, or established, you need to know whether he or she is talking about your overall English ability, or one of the main skills (e.g. reading), or a very specific skill (e.g. using the past tense).

Teaching and learning activities related to the learning objectives

No differentiation is mentioned in this LAP because individual tutorials are, by definition, differentiated.

Ss start working through their independent team work activity (e.g. a Headway Progress Test). Ss will be called up one by one for their tutorial.

T prioritises Skills Profile and SMART targets and only updates Prior Learning if the learner seems to have been innapropriately placed or is not displaying the skills appropriate for this level.

T sets a Target for each learner taking into account firstly the learner’s diagnostic profile grid, and secondly the marked diagnostic test.

Assessment of learning linked to learning objectives

ILP targets include action(s) and a date around which the target will be assessed. Assessment methods vary according to each learner’s target/action. Assessment will take place in a tutorial.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should know to: Stow bags where others wont trip over them. Know what to do in an emergency (Walk; Don’t waste time packing up; Phone emergency services if needed; Activitate fire alarm if necessary). Not stick gum under tables. Bin waste.

Ss use I’m to give their name. Drill perfect pronunciation. Use in context. Don’t mention any grammatical aspects yet. HESB1.6.S.

Don’t give out handouts. Use IWB. Looking at pictures of people meeting and asking about each others name and country of origin, Ss read/listen/mimic/gapfill. [T listens for Ss who need extra support using am/is/are, my/your. Focus/Ask qq on these words to check learning for all.] HESB1.6.1-2. Ss put the model language into practice by introducing themselves to their classmates and eliciting country of origin. Use mingle format after OC demo/guided practice. During the mingle, Ss take turns using the pen to compete the gapfil.

Have an OC/OP check of the above language use and give instruction as needed. Look at what Ss wrote on the board/gapfill during the mingle. Point out errors (inc. handwriting). Ss (w/o reference to board, write in the answers). Ss then assess each others work for spelling, correct words, capitals use, other handwriting issues HESB1.7.2

Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (Azizur doesn’t appear to have emailed his poem yet). Jaqueline and Azizur recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

Ss learn how to give out their phone number correctly: *** **** **** for landlines. ***** *** *** for mobiles.

Assessment of learning linked to learning objectives

See underlined text in teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference. (Very occasionally, soem Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) Some Ss may need to leave early because of family/work – they need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed.) Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

Remember that some of you should come at 0930 and some of you should come at 1030

Reflection/Evaluation

Even what I thought was a tiny portion of Headway was plenty for one lesson! Keep resisting the temptation to squeeze more than one topic/area into a lesson. Notice that the natural break did not occur at the bottom of HESBp7, but half way down p7.

Outstanding induction matters

Term 1, Week 3, Thursday 27 September

Objectives

All learners should be able to commit to everything learned/discussed in induction by signing a personal induction checklist.

Any induction knowledge gaps should be filled as we work through the checklist.

This group will have an elected course representative (and deputy)

Feedback on pronunciation errors will be provided during the poetry activity

Start of lesson activities

Ss read/discuss page one of their Grammar reference pack.

Teaching and learning activities related to the learning objectives

[mins/time] Work through personal induction questionnaire writing ‘true’ for each statement if there is certaintly. Go back over and address any points that Ss left blank. Use the college intranet to show pictures of admin/management staff. (i.e. were uncertain about). [Differentiation]

Elect a course representative after clarifying the purpose/role of course reps.

[mins/time] Classmates (lower levels) ask questions (with as much assistance as necessary) about their chosen poem (Who wrote it?). T displays poem (if S has emailed it previously as expected). Saleha & Gabriela recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss question the reciter after the recitation.

Assessment of learning linked to learning objectives

Today’s session (focussing mainly on the personal induction checklist) is assessment of what was learned from the induction activities in previous sessions. This checklist is signed and placed in the coursefile.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference. (Very occasionally, soem Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) Some Ss may need to leave early because of family/work – they need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed.) Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Tutorials

Homework

Jaqueline & Azizur prepare to recite their memorised poem next lesson. Everyone prepare to recite their poem in the lesson after that.

Everyone should email their poem to the teacher and read the poems that classmates are planning to recite.

Keep adding new words to your vocab book. Learn to use, pronounce, and spell each word. Make vocab cards if this helps.

Reflection/Evaluation

Deliberately avoided starting on a new language area and instead focused on wrapping up induction process and electing a course rep. Used the extra time for tutorials which was more useful than trying to squeeze in extra class work that would not get finished.

Polite Requests

Term 1, Week 3, Tuesday 25 September

Learning objectives

Most will demonstrate knowledge and understanding of induction matters

All will be able to make and respond to polite requests (modal verbs)

All will have completed their listening diagnostic by the end of today’s session

[mins/time] Ss (first in open pairs) practice making/responding to polite requests. T elicits/boards some prompts e.g. cup of tea, my son’s teacher, pencil, £50,000, manager. Then do it as a mingle. [Weaker students should stick to the boarded prompts and start again at the first one when all prompts have been used. Stronger Ss should use their own ideas once they have been through the boarded promts.]

[mins/time] Classmates (lower levels) ask questions about the poem chosen (Who wrote it?). T displays poem (if S has emailed it previously as expected). Edmeire recite their memorised poem (perhaps two or three times) while T updates diagnostic profile accordingly (particularly on pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss question the reciter after the recitation.

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference. (Very occasionally, soem Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) Some Ss may need to leave early because of family/work – they need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed.) Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

Spelling and pronunciation

Learning objectives

Demonstrate understanding of what was learned during the induction period

Identify some words whose spelling and pronunciation do not match

Distinguish between some basic word classes

Identify some problems with pronunciation, stress, or intonation

Start of lesson activities

Ss study the objectives on the board and answer questions

T collects copies of poems from today’s reciters: Fatima, Ina, Daniela. T makes some copies of these. In future, ask upcoming reciters to type out and email their poems in advance. In conjunction with fglz.esol this will save on copying and add value to Ss’ poetry learning.

What’s this in English? It’s a… How do you spell that? After appropriate preparation, Ss move around the room with a partner asking each other about classroom objects. This is based on HESB 1.10. Bear this in mind when we come to HESB1.1 in the sequence of Headway materials used this term.

Learning Activities related to the Learning Objectives

[x mins] Spelling test (Power Word Workout) on induction, lesson, around, building, know, names, expect, course, your, responsibilities [This is the first Power Word Workout for most Ss. Don’t bother scoring afterwards. Let people learn from their mistakes so they will be to cope with stricter conditions next time. Allow peer support on this occasion. Move around to intervene early where guidance needed.]

[x mins] Poetry recitations from Fatima, Ina, Daniela. [T makes a pronunciation comment in pencil on each Ss’ diagnostic profile grid if useful diagnostic info is revealed]. Each audience member must think of a question to ask before/after the poem is recited. Don’t spend forever on this!

[x mins] Induction Questionnaire to be completed. First Ss work individually, skipping questions they can’t answer. Then they can compare/exchange/discuss answers with a ‘surprise’ partner (nominated by T). Afterwards, T elicits/boards answers and asking learners to stand up if they think an answer is wrong. [Differentiation is inherent in this activity – it doesn’t matter how many qq are answered when working alone, the partner phase is co-operative learning.]

Talk to any Ss for whom this level may not be appropriate.

Run a resit of the listening diagnostic for any who missed it.

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See Differentiation. Find out if any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference (some Ss make surprise/disdain over difference rather obvious just from body language – all must know at the outset this is not acceptable.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table.

Homework

Finish the Induction Questionnaire.

Edmeire, Irum, Saleha prepare to recite their poem and email a copy to Dawud.